School readiness and home environments: comparison study of naturalized citizens and majority groups in Tanzania

Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

“…Contrary to common trends, emerging evidence in Tanzania indicates that most parents of naturalized citizens from refugee backgrounds regard education as a pathway to upward social mobility (Ndijuye, 2020, 2022; Ndijuye & Tandika, 2022a) and a way to escape intergenerational poverty. For instance, when parents from this group learned about their children's difficulties mastering Kiswahili, they used strategies that had not been used elsewhere, such as sending their children to church sermons conducted in Kiswahili (Ndijuye, 2022) and telling their children not to use vernacular languages at home (Ndijuye & Rao, 2019).…”

“…Across contexts, children learn and acquire basic skills when they are taught in a language they understand, preferably their mother tongue (Ndijuye & Tandika, 2022a; Ng et al, 2017). Among children of naturalized citizens from refugee backgrounds in Tanzania, teaching is mostly conducted in the unfamiliar Kiswahili language, which learners—and sometimes even teachers—are not fluent enough to use for effective learning (Ndijuye & Tandika, 2022a).…”

“…Across contexts, children learn and acquire basic skills when they are taught in a language they understand, preferably their mother tongue (Ndijuye & Tandika, 2022a; Ng et al, 2017). Among children of naturalized citizens from refugee backgrounds in Tanzania, teaching is mostly conducted in the unfamiliar Kiswahili language, which learners—and sometimes even teachers—are not fluent enough to use for effective learning (Ndijuye & Tandika, 2022a). This seriously challenges teachers not only in early math and reading but also in other subjects that require teachers' and learners' understanding of the special linguistic register—the way speakers use language differently in different circumstances.…”

“…Generally, the common belief about early learning experiences among naturalized citizens in Tanzania is that children should acquire and master reading and math as early as possible (Edward et al, 2022; Ndijuye & Tandika, 2022b), which has resulted in competitive pressure being placed on children. It has also led to huge gender differences in early learning outcomes, with girls underperforming in STEM‐related exams across all levels of education as a result of cultural factors (e.g., most parents hold culturally conditioned mixed views of math and reading; Ndijuye & Rao, 2019; Ndijuye & Tandika, 2022a). In part, the gender gap could be attributed to schools in Tanzania tending to reflect the cultural values of the societies they serve.…”

“…These findings call for active parental involvement to incorporate and strike a balance between parents' beliefs and expectations and the curriculum (Garvis, 2021). Research has consistently pointed to a linear relationship between parents' involvement, beliefs, and expectations, and children's early reading and math outcomes (Jeynes, 2018; Ndijuye & Tandika, 2022a). This relation is stronger in contexts with limited educational resources and learning disparities across gender, rural and urban areas, families' SES, and immigrant status (Ndijuye & Tandika, 2022a; UNESCO Institute for Statistics, 2021).…”